Lesson 3 Finally getting to the bonding (Do you like your classmate)
State Standards: GLEs/GSEs Or Common Core State Standards:
PS1 (9-11)-4 (4a, 4c)
Context of the Lesson Where does this lesson fit in the curriculum and instructional context? Is it the opening of a unit or a series of lessons?
The third lesson is being used to get into bonding since the students now have a good enough background to understand what happens in a ionic bond.
Opportunities to Learn
Definition: Materials, Learners and Environments
Plans to differentiate instruction: Groups will be together and they will be given cut outs of ions and then they will compete against other groups to see how many ionic compounds they can make. Students will be able to visualize the compounds through the ion cards. MI: Spatial, logical, interpersonal, bodily kinesthetic Accommodations and modifications: Modifications will be made during the lessons. Accommodations for the class will be subject to the specific class. The room is relatively small and my voice is loud, there for the inability to hear or see will be minimal. Students will be able to work in groups so they can learn from each other and that will hopefully eliminate some problems. Environment factors: No factors the seats being set up as groups makes it much easier to perform this lesson. Materials: Paper something to write with, cut outs
Objectives
Students will be able to create ionic compounds and understand why these compounds come arise. They will be able to reverence the periodic table to facilitate the process, and students will be able to write electron dot structures
Instructional Procedures
Opening: Go over any questions students had about the last lesson, and see if there are any homework problems Explain the activity for today. We are going to combine groups and you will each get a set of ionic cut outs and you need to make as many ionic compounds as you can in 15 minutes and write them down on a sheet of paper. Also write the electron dot structure for 3 of the compounds you create, and for all the ions that you were given. Engagement: Perform the activity. After they are done I will have a member or two from each group to write the compounds on the board and as a class we will go from compound to compound to see if each compound is correct and award points for (braggin rights, and 1 extra point on the quiz)+1 for a correct compound -1 for an incorrect compound. Closure: Introduce the lab for next class and tell the students to bring in a sample of water for the lab. Show them the coraltation of the lab to ionic bonding. Hand out the procedure so that they can look over it.
Assessment
Do prelab and read through the procdure so that they are somewhat prepared to do the lab the fallowing day.
(Do you like your classmate)
Or Common Core State Standards:
Where does this lesson fit in the curriculum and instructional context? Is it the opening of a unit or a series of lessons?
Definition: Materials, Learners and Environments
Groups will be together and they will be given cut outs of ions and then they will compete against other groups to see how many ionic compounds they can make. Students will be able to visualize the compounds through the ion cards. MI: Spatial, logical, interpersonal, bodily kinesthetic
Accommodations and modifications:
Modifications will be made during the lessons. Accommodations for the class will be subject to the specific class. The room is relatively small and my voice is loud, there for the inability to hear or see will be minimal. Students will be able to work in groups so they can learn from each other and that will hopefully eliminate some problems.
Environment factors:
No factors the seats being set up as groups makes it much easier to perform this lesson.
Materials:
Paper something to write with, cut outs
Instructional Procedures
Go over any questions students had about the last lesson, and see if there are any homework problems
Explain the activity for today. We are going to combine groups and you will each get a set of ionic cut outs and you need to make as many ionic compounds as you can in 15 minutes and write them down on a sheet of paper. Also write the electron dot structure for 3 of the compounds you create, and for all the ions that you were given.
Engagement:
Perform the activity.
After they are done I will have a member or two from each group to write the compounds on the board and as a class we will go from compound to compound to see if each compound is correct and award points for (braggin rights, and 1 extra point on the quiz)+1 for a correct compound -1 for an incorrect compound.
Closure:
Introduce the lab for next class and tell the students to bring in a sample of water for the lab. Show them the coraltation of the lab to ionic bonding. Hand out the procedure so that they can look over it.